Design and Implementation of a Context Aware Contents Service Model in Mobile LMS

Ku, Jin-Hee

doi:10.14257/ijmue.2014.9.10.30

Cited by 2 publications

(2 citation statements)

References 2 publications

(2 reference statements)

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“…In contrast to the philosophical nature of context definitions in pedagogy, and its focus on knowledge construction in the learner's mind, context awareness in technology has been defined by some scholars as the ability of software and hardware to predict and propose services to a user based on analyzing their position, time, living patterns, surrounding space, bodily signals and vital signs (Ku, 2014). Learning contextualization in this sense refers to using sensors, e.g., of a mobile device, to collect information about the learner to personalize and adjust the learning offers they receive to their current context.…”

Section: Context Definitions Between Pedagogy and Technologymentioning

confidence: 99%

“…• Pure technical contextualization: This category represents the opposite side of the contextualization approaches, in which the definition of the context is solely based on the devices and technological solutions used to capture learners' data. Papers in this category focus on the means of measuring contextual data through sensors and technological observations, and therefore define the context of learning directly from that angel, as one can see in Chorfi et al (2012), Gallego et al (2013), Hwang (2013), Niemann and Wolpers (2013), Qiuyan et al (2013), Ku (2014), Clarkes-Nias et al (2015), Madhu Sudhana (2015), Baccari andNeji (2016), andSupic (2016). Table 2 shows the distribution of surveyed papers over the context-origin categories.…”

Section: Context-factor Originsmentioning

confidence: 99%

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Context based learning: a survey of contextual indicators for personalized and adaptive learning recommendations – a pedagogical and technical perspective

Abu-Rasheed,

Weber,

Fathi

2023

Front. Educ.

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Learning personalization has proven its effectiveness in enhancing learner performance. Therefore, modern digital learning platforms have been increasingly depending on recommendation systems to offer learners personalized suggestions of learning materials. Learners can utilize those recommendations to acquire certain skills for the labor market or for their formal education. Personalization can be based on several factors, such as personal preference, social connections or learning context. In an educational environment, the learning context plays an important role in generating sound recommendations, which not only fulfill the preferences of the learner, but also correspond to the pedagogical goals of the learning process. This is because a learning context describes the actual situation of the learner at the moment of requesting a learning recommendation. It provides information about the learner’s current state of knowledge, goal orientation, motivation, needs, available time, and other factors that reflect their status and may influence how learning recommendations are perceived and utilized. Context-aware recommender systems have the potential to reflect the logic that a learning expert may follow in recommending materials to students with respect to their status and needs. During the last decade, several approaches have emerged in the literature to define the learning context and the factors that may capture it. Those approaches led to different definitions of contextualized learner-profiles. In this paper, we review the state-of-the-art approaches for defining a user’s learning-context. We provide an overview of the definitions available, as well as the different factors that are considered when defining a context. Moreover, we further investigate the links between those factors and their pedagogical foundations in learning theories. We aim to provide a comprehensive understanding of contextualized learning from both pedagogical and technical points of view. By combining those two viewpoints, we aim to bridge a gap between both domains, in terms of contextualizing learning recommendations.

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Section: Context Definitions Between Pedagogy and Technologymentioning

confidence: 99%